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Staff at Mount Rowan Secondary College (Vic), Parafield Gardens High School (SA), East Loddon P–12 College (Vic), Como Secondary College (WA) and Reece High School (Tas) discuss how they track progress of students receiving literacy and numeracy intervention within an MTSS framework aligned with AERO’s guidance.

Staff at Paramatta Marist High School (NSW), Parafield Gardens High School (SA), East Loddon P–12 College (Vic), Craigmore High School (SA), Como Secondary College (WA) and Mount Rowan Secondary College (Vic) discuss how they identify students in need of literacy and numeracy intervention within an MTSS framework aligned with AERO’s guidance.

This project identifies trends, challenges and opportunities in education datasets and generates actionable insights that can support improved outcomes in schools and ECEC services.

Students learn best in well-managed classrooms. AERO’s classroom management resources support teachers to create safe and supportive learning environments through evidence-based practices.

This document summarises key findings and recommendations from an analysis of Australian Early Development Census (AEDC) data conducted by AERO in 2022.

Our work on how students learn best (also known as the science of learning) connects cognitive science, neuroscience and education psychology research on the learning process with practical teaching implications. 

Improving the quality, accessibility and endurability of national school data architecture.

Evidence shows that a child-centred approach helps with successful transitions. We spoke to the principal and OSHC coordinator at Kuluin State School about how they approach transitions.

Collaboration between OSHC services and schools enhances continuity of learning and effective transitions. We spoke to the principal and OSHC coordinator at Kuluin State School about how they approach transitions.

This evidence summary supports AERO’s practice guide for transitions between school and OSHC. It describes the evidence base behind the guides and synthesises insights from available research.

This evidence summary supports AERO’s practice guide for transitions to school for children with disability or developmental delay.